There was recently introduced into the secondary schools of British Columbia a course in physics based primarily upon the work of the Physical Science Study Committee. At the end of the course a study is made of atomic physics. A fundamental concept involved in the study of atomic physics is that of the quantum of light energy. A photocell experiment suitable for use in secondary schools has been developed which is intended to help the student to come to major conclusions regarding the photoelectric effect and the nature of light. In developing this experiment investigations were made to determine the suitability of available apparatus and methods. Among the aspects investigated were photocells, light sources, filters, methods of measuring small currents, and methods of investigating the photoelectric effect. The experiment which evolved was then performed under conditions more suitable than exist in secondary schools. The results of the experiment agreed with the major points of the theory and yielded a value for Planck's constant within ten per cent of accepted value. It was concluded that a photocell experiment can be performed in secondary schools which will yield results which agree with the theory. / Education, Faculty of / Graduate

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Fotoelektrinių modulių (FEM) efektyvumas paprastai įvertinamas esant standartinėms tyrimo sąlygoms, tačiau jų veikimas esant realioms lauko sąlygoms yra labai svarbus siekiant kuo tiksliau numatyti jų efektyvumą ir pagaminamos elektros energijos kiekį. / The efficiency of photomodules is evaluated at standard test conditions, but in real conditions their operation is very important in order to foreseen the efficiency and generated energy.

Acompanha: Produto educacional: sequência didática para o ensino de efeito fotoelétrico / SBF; CAPES / Os documentos oficiais que regem o ensino de Física no país e em especial no estado do Paraná indicam a necessidade da inserção da Física Moderna e Contemporânea no Ensino Médio. Nesse sentido, esse trabalho objetivou elaborar e implementar uma sequência didática para o ensino do efeito fotoelétrico em uma turma da terceira série do Ensino Médio de uma instituição privada da cidade de Maringá, Paraná. As estratégias de ensino e aprendizagem norteadoras da proposta de sequência didática estão fundamentadas, pedagogicamente, na teoria sociocultural de Vigotski. O presente estudo seguiu os pressupostos da pesquisa qualitativa. A implementação da proposta se deu em dois encontros que ocorreram em contra turno e todos os materiais coletados para análise foram interpretados segundo os princípios e procedimentos da análise de conteúdo de Bardin (1977). Um resultado relevante nesse trabalho, foi a construção de um ambiente de ensino e aprendizagem com momentos que estimularam a participação dos alunos de maneira democrática, promovendo interações sociais extremamente proveitosas, o que de acordo com Gaspar (2014) é fundamental para que ocorra a aprendizagem. Ressaltamos ainda que a sequência didática implementada se mostrou satisfatória com relação aos objetivos da pesquisa pois, os alunos foram levados a levantar e testar hipóteses, discutir suas hipóteses em pequenos grupos tendo a chance de defender seu ponto de vista e principalmente respeitar o ponto de vista do outro, atendendo assim o que Zabala (1998) chama de conteúdo atitudinal. / The official documents that govern the teaching of Physics in the country and especially in the state of Paraná indicate the need for the insertion of Modern and Contemporary Physics in High School. In this sense, this work aimed to elaborate and implement a didactic sequence for the teaching of the photoelectric effect in a group of the third grade of High School of a private institution in the city of Maringá, Paraná. The teaching and learning strategies that guide the teaching sequence are pedagogically grounded in Vygotsky's sociocultural theory. The present study followed the assumptions of the qualitative research. The implementation of the proposal occurred in two meetings that took place in counter shift and all materials collected for analysis were interpreted according to the principles and procedures of the content analysis of Bardin (1977). A relevant result in this work was the construction of an environment of teaching and learning with moments that stimulated the participation of students in a democratic way, promoting extremely useful social interactions, which according to Gaspar (2014) is fundamental for learning to occur . We also emphasize that the didactic sequence implemented was satisfactory in relation to the objectives of the research, because the students were led to raise and test hypotheses, to discuss their hypotheses in small groups having the chance to defend their point of view and mainly respect the point of view On the other, in accordance with what Zabala (1998) calls attitudinal content.